Constatation of the teachers’ competence areas in general education

Problem statement. The article presents experimental data on the teachers’ competence areas. Methodology. The investigative approach of the continuous professional training was based on a complex, applied research strategy that combines both quantitative and qualitative methods of investigation. Results. The conducted analysis identified teachers’ competence areas in continuous professional training such as relational competence, teaching-learning competence, managerial competence, design and planning competence, specialized cognitive competence, and evaluation and monitoring competence. The article presents experimental data of the pedagogical experiment conducted with 888 subjects divided into two samples: the training sample (441 subjects) and the control sample (447 subjects). Conclusion. The framework for assessing teachers’ competence areas served as a basis for identifying teachers’ competence areas, which contains the following components: evaluation criteria, performance levels, performance indicators, degree of evaluation and descriptors.